Introduction:
Effective training design begins with a conceptualization of each task in the system and a description of the manner in which it is to be performed. Each task is described in terms of selected attributes. The pattern of these attributes which a task possesses has implications for the manner in which training should be conducted and the training media appropriate to complement that training. An inventory is made of the skills and knowledges which a skilled task performer must possess and those already within the repertoire of the typical input trainee expected for this system. The performance capability of the entering trainee is subtracted from the skill and knowledge requirement of each task. This difference represents the training requirement for that task, for those trainees. Training principles are applied, yielding a general statement of the appropriate course content and the kinds of practice which would bridge the gap represented by the task training requirement. The cost of bridging this gap is estimated for each task which requires training. On the basis of the cost and the potential gain in performance attributable to training, each task is assigned a training priority. Training solutions are then designed to provide realistic scenarios on which course / module / lesson / section content is presented, practice and then assessed. The practice and assessment are key not only to measure the students achievement of the requirement, but also allows allows NETC/Learning Center to evaluate the training effectiveness.
The E2E is a process for assuring that training material and media* are introduced and appropriate to fill particular needs in a training program---a program which is based upon solid training principles, and is tailored to the task, the trainees, and the pocketbook. If this process is done right, the developer after defining the work, uses that data to build a Learning Objective and an assessment strategy (key here is they must be aligned). The assessment strategy (is composed of the previously mentioned practice and assessment) should drive the requirements for training material and media developed. If the training material or media doesn't support the assessment strategy, it should not support the work requirement and by definition has no value and should not be developed.
*: Media in this case refers to all training equipment, devices, simulations, Powerpoint or any other supporting training material, developed to be interactive and used by the student(s) in a training program.
Reference:
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Information:
The End-to-End (E2E) may be viewed as a process scheme for getting from a training problem to a training solution. It does not have to be done in a linear fashion, it can be executed using various dynamic steps, it is comprised of many different tools (mainly the 29612 DIDs, FEA, BCA, CPM and LO Module), and it should be viewed as a support to solving problems and meeting training requirements, not just a long and complex process that you have to follow. This is important to understand, if it becomes a long, complex and arduous process, your probable not using the flexibility of the toolset**, because if you allow the process to control you, it will and you will probable not get the desired outcome. The stages of E2E and their interrelationships are shown schematically in Figure 1. The process is presented in terms of distinct stages performed in a specific sequence. In actual practice, however, the stages may overlap considerably, and it would often be difficult to discern where one ends and the next begins. A considerable portion of the work or data required to build training (associated with the later stages) is typically found/answered in the beginning stages of analysis or design.
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Figure 1 - NETC CONTENT DEVELOPMENT AND LIFE CYCLE END TO END (E2E) PROCESS STANDARD OPERATING PROCEDURES
NETC Reference Documents • DOD IMP / IMS Handbook (a) • MIL-HNDBK-29612A Vol 1 – 5 (b) • MIL-PRF-29612B Data Item Descriptions (81517 - 81527) (c) • NAVEDTRA 130 Task Based Curriculum (d) • NAVEDTRA 131 PPP Based Curriculum (e) • NAVEDTRA 132 Navy School Testing (f) • Program NAVEDTRA 133 Human Performance Requirements Review (g) • NAVEDTRA 134 Navy Instructor Manual (h) • NAVEDTRA 135 Navy School Management (i) • NAVEDTRA 136 ILE Course Development & Life-Cycle Maintenance (j) • NAVEDTRA 137 Job Duty Task Analysis (k) • NAVEDTRA 138 Front End Analysis (l) • NETCINST 1510.3 Business Case Analysis (m) • NAVEDTRA 140 Training Support (n) • NETC Standard Operating Procedure (SOP) (o) • NeL Content Hosting Policy (p)
NETC Course Development and Revision End-to-End Process (E2E)
The process begins (the TSD, IPRD and the JDTA) with the analysts gaining an orientation to the training problem, the system structure, work & training flow, and the equipment which is involved.
Next they gather the particular information (IMRD and FEA Steps 1-6), about human performance in the existing or contemplated system, that is relevant to the decisions which must be made about training, training media and training devices. The resulting set of task descriptions delineates the relevant attributes of each task.
Through the application (FEA 7-9 and the CPM Projects Tab) of training principles, the profile of relevant attributes characteristic of each task is translated into the functional requirements of the training regimen indicated for that task. Functional training requirements state, in fundamental terms, what needs to be done to bring about the acquisition of each task, without stating in great detail how the program is to be implemented. Derived by means of a method based upon learning theory and empirical findings, the functional training requirements serve as the foundation for the remainder of the E2E process. At this point, the training program begins to take shape.
It is now possible to obtain (a BCA of options based on the FEA recomendations) estimates of training costs and the effect of training upon performance levels. This information is transformed by an operations analysis procedure into a ranking of tasks according to training priority.
The analysts (IMDP supported by TPP and TCCD) set forth the functional characteristics of the training program, designed for the acquisition of the tasks selected in E2E and based on the functional training requirements determined previously. In describing the training devices, training equipment, training media / simulations or training material, the analysts will consider technical feasibility, utilization factors, and training context.
Explain the NETC E2E Process
Introduction:
Effective training design begins with a conceptualization of each task in the system and a description of the manner in which it is to be performed. Each task is described in terms of selected attributes. The pattern of these attributes which a task possesses has implications for the manner in which training should be conducted and the training media appropriate to complement that training. An inventory is made of the skills and knowledges which a skilled task performer must possess and those already within the repertoire of the typical input trainee expected for this system. The performance capability of the entering trainee is subtracted from the skill and knowledge requirement of each task. This difference represents the training requirement for that task, for those trainees. Training principles are applied, yielding a general statement of the appropriate course content and the kinds of practice which would bridge the gap represented by the task training requirement. The cost of bridging this gap is estimated for each task which requires training. On the basis of the cost and the potential gain in performance attributable to training, each task is assigned a training priority. Training solutions are then designed to provide realistic scenarios on which course / module / lesson / section content is presented, practice and then assessed. The practice and assessment are key not only to measure the students achievement of the requirement, but also allows allows NETC/Learning Center to evaluate the training effectiveness.
The E2E is a process for assuring that training material and media* are introduced and appropriate to fill particular needs in a training program---a program which is based upon solid training principles, and is tailored to the task, the trainees, and the pocketbook. If this process is done right, the developer after defining the work, uses that data to build a Learning Objective and an assessment strategy (key here is they must be aligned). The assessment strategy (is composed of the previously mentioned practice and assessment) should drive the requirements for training material and media developed. If the training material or media doesn't support the assessment strategy, it should not support the work requirement and by definition has no value and should not be developed.
*: Media in this case refers to all training equipment, devices, simulations, Powerpoint or any other supporting training material, developed to be interactive and used by the student(s) in a training program.
Reference:
Information:
The End-to-End (E2E) may be viewed as a process scheme for getting from a training problem to a training solution. It does not have to be done in a linear fashion, it can be executed using various dynamic steps, it is comprised of many different tools (mainly the 29612 DIDs, FEA, BCA, CPM and LO Module), and it should be viewed as a support to solving problems and meeting training requirements, not just a long and complex process that you have to follow. This is important to understand, if it becomes a long, complex and arduous process, your probable not using the flexibility of the toolset**, because if you allow the process to control you, it will and you will probable not get the desired outcome. The stages of E2E and their interrelationships are shown schematically in Figure 1. The process is presented in terms of distinct stages performed in a specific sequence. In actual practice, however, the stages may overlap considerably, and it would often be difficult to discern where one ends and the next begins. A considerable portion of the work or data required to build training (associated with the later stages) is typically found/answered in the beginning stages of analysis or design.
NETC Reference Documents
• DOD IMP / IMS Handbook (a)
• MIL-HNDBK-29612A Vol 1 – 5 (b)
• MIL-PRF-29612B Data Item Descriptions (81517 - 81527) (c)
• NAVEDTRA 130 Task Based Curriculum (d)
• NAVEDTRA 131 PPP Based Curriculum (e)
• NAVEDTRA 132 Navy School Testing (f)
• Program NAVEDTRA 133 Human Performance Requirements Review (g)
• NAVEDTRA 134 Navy Instructor Manual (h)
• NAVEDTRA 135 Navy School Management (i)
• NAVEDTRA 136 ILE Course Development & Life-Cycle Maintenance (j)
• NAVEDTRA 137 Job Duty Task Analysis (k)
• NAVEDTRA 138 Front End Analysis (l)
• NETCINST 1510.3 Business Case Analysis (m)
• NAVEDTRA 140 Training Support (n)
• NETC Standard Operating Procedure (SOP) (o)
• NeL Content Hosting Policy (p)